Conducting the Reference Interview. 2nd ed     

Cheryl LaGuardia 《Journal of the Medical Library Association》2010,98(3):265-266

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Mapping beliefs about teaching to patterns of instruction within science,technology, engineering,and mathematics     

Cheryl Allendoerfer  Denise Wilson  Mee Joo Kim  Elizabeth Burpee 《Teaching in Higher Education》2013,18(7):758-771

In this paper, we identify beliefs about teaching and patterns of instruction valued and emphasized by science, technology, engineering, and mathematics faculty in higher education in the USA. Drawing on the notion that effective teaching is student-centered rather than teacher-centered and must include a balance of knowledge-, learner-, community-, and assessment-centered learning environments; we use qualitative interview data to explore how faculty's reported beliefs about teaching are associated with their consideration of these four types of environments. Findings indicated that although a range of beliefs about teaching emerged, most were firmly located in knowledge-centered learning environments, with little or no focus on the remaining three learning environments. Furthermore, even patterns of instruction that were heavily student-centered were situated within a knowledge-centered learning framework. We argue that for student-centered instruction to be truly successful, faculty must consider all four learning environments in crafting and facilitating the classroom environment.  相似文献   

In general     

Cheryl Brook & Kath Aspinwall 《Action Learning: Research and Practice》2013,10(1):58-60

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Developing Expertise With Classroom Assessment in K–12 Science: Learning to Interpret Student Work. Interim Findings From a 2-Year Study     

Maryl Gearhart  Sam Nagashima  Jennifer Pfotenhauer  Shaunna Clark  Cheryl Schwab  Terry Vendlinski 《Educational Assessment》2013,18(3-4):237-263

This article reports findings on growth in 3 science teachers' expertise with interpretation of student work over 1 year of participation in a program. The program was designed to strengthen classroom assessment. Using a framework for classroom assessment expertise, we analyze patterns of teacher learning, and the roles of the professional program and the quality of the assessments provided with teachers' instructional materials.  相似文献   

LEARNING COMMUNITIES AND COMMUNITY COLLEGES: A CASE STUDY     

Jim Killacky  Cheryl Thomas  Annette Accomando 《Community College Journal of Research & Practice》2013,37(10):763-775

Learning communities have been present in community college settings for more than a decade. The literature suggests that they are generally effective for both participating students and faculty. As economic development increasingly demands greater technological sophistication, and community colleges are faced with increasing numbers of developmentally challenged students, learning communities may be one means to effectively resolve this paradox. This article is directed to those faculty and staff who may be considering the initiation of a learning community. It provides a review of literature, and presents a set of issues currently being addressed at one small community college in Louisiana where a learning community is in the design stage.  相似文献   

Study Skills Analysis: A Pilot Study Linking a Success and Psychology Course     

Jannette Alejandra Urciuoli  Cheryl Bluestone 《Community College Journal of Research & Practice》2013,37(5):397-401

This study explored a concept that learning study skills in the context of the content area under study may transfer across courses, multiplying the benefits towards academic success. Methods that have been reported to influence academic growth at the community college level include success courses and applied study skills. In this pilot project among community college students, two instructors provided an enriched study skills curriculum by linking a success course with a psychology course. The instructors used techniques and activities geared toward enhancing study skills such as developing metacognitive strategies. The Learning and Study Skills Inventory (LASSI) was used to assess students’ progress. Despite few statistically significant findings, there were several interesting interaction effects. These provide some evidence for the need to emphasize the development of study strategies in existing success courses while also formally or informally tying such courses with a content course.  相似文献   

Instructional Leadership in Practice: What Does It Look Like,and What Influence Does It Have?     

Cheryl Graczewski  Joel Knudson  Deborah J. Holtzman 《Journal of Education for Students Placed at Risk》2013,18(1):72-96

Literature on school reform has emphasized the need for principals to expand beyond their traditionally administrative role and become instructional leaders. This article examines the relationship between the practice of site-based instructional leadership and the professional development that teachers received in the context of a district-wide reform effort in San Diego City Schools. Using data from teacher surveys and school-based interviews, we find a connection between aspects of principal instructional leadership (coherent school-wide vision and leaders' engagement in instructional improvement) and selected research-based characteristics of effective teacher professional development (coherence and focus on content and curriculum). We conclude by addressing some of the tensions and limitations associated with a particular vision for site-based instructional leadership.  相似文献   

Is It DAP? American Preschool Teachers’ Views on the Developmental Appropriateness of a Preschool Math Lesson from China     

Xia Li  Karen McFadden  Mary DeBey 《Early education and development》2013,24(6):765-787

Planned instruction is an important teaching form in early childhood mathematics education, but some educators are concerned about its developmental appropriateness. The present study was undertaken to address this issue. One hundred and seven American preschool teachers participated in the study: They watched a video-taped math lesson that was conducted in a 4-year-olds’ classroom in China and answered video-cued questions in a questionnaire. A mix of qualitative and quantitative methods was used in analyzing the data. Research Findings: Results show that on average, participants rated the quality and developmental appropriateness of the lesson as high. They acknowledged children’s active learning, teacher’s careful preparation, and use of different learning methods. But, they also identified inadequate elements such as lack of peer interactions and lesson differentiation. Practice or Policy: A relief of American preschool teachers’ current beliefs regarding the developmental appropriateness of math lessons provides critical reference for professional preparation/development programs. American preschool teachers’ high value of children’s active learning in a planned math lesson and their appreciation of teacher’s skillful guidance imply an imperative need to promote American preschool teachers’ pedagogical knowledge and skills in teaching mathematics to young children.  相似文献   

Climbing Out of the Void: Moving from chaos to concepts in the presentation of a thesis     

Cheryl Hunt 《Teaching in Higher Education》2013,18(3):351-367

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Effective evaluation through appreciative inquiry     

Cheryl A. Dunlap 《Performance Improvement》2008,47(2):23-29

Evaluators in the HPI field can improve their performance program results with effective evaluation through appreciative inquiry. Appreciative inquiry and evaluation have many similarities, and when combined they add value and effectiveness to the measurement of intervention results. Appreciative inquiry is beneficial in many evaluation contexts: for example, when previous evaluations have failed or when change needs to be accelerated. Success is associated with applying appreciative inquiry to the evaluation process for performance improvement projects.  相似文献